Our CPD programme

CPD mission statement - “At Hunter’s Bar our teachers strive to be responsive and evaluative teachers who use evidence-based strategies and collaboration with others to improve outcomes for all pupils.”


The Hunter’s Bar Junior School CPD model promises to deliver on several of the findings outlined in the report from the Teacher Development Trust  Developing Great Teaching (Based on research conducted by TDT, CUREE, the IoE and Durham University , 2014);  the Professional Standard for CPD (DfE, 2016), and the publications of David Weston, Bridget Clay, Timperley, Robert Coe  and Dylan William.

We believe that effective Professional Development Effective teacher professional development is a partnership between:

 • Head teachers and other members of the leadership team; 

• Teachers; and

 • Providers of professional development expertise, training or consultancy.

In order for this partnership to be successful: 

1. Professional development should have a focus on improving and evaluating pupil outcomes.

 2. Professional development should be underpinned by robust evidence and expertise.

3. Professional development should include collaboration and expert challenge.

 4. Professional development programmes should be sustained over time.

And all this is underpinned by, and requires that:

 5. Professional development must be prioritised by school leadership.


Teaching and Learning Communities
Hunter's Bar Junior School prides itself on using validated research evidence to inform our approaches to Teaching and Learning. 

Through Teacher Learning Communities (TLCs), groups of teachers and teaching assistants meet together regularly to support each other in making habit forming changes in their teaching practice. We are currently conducting a book study into Daniel Willingham's 'Why Don't kids like school?'. The underlying principle that guides us through the book is:

'People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.'

Through the TLCs, we are discussing and adopting techniques to help children become productive and successful thinkers.